[et_pb_section fb_built=”1″ module_id=”intro” _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”2px||36px|||” custom_css_before=”height: 100vh;” global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” text_font=”Open Sans||||||||” text_text_color=”#005CB9″ header_font=”Open Sans|800|||||||” header_text_color=”#005CB9″ header_font_size=”50px” header_line_height=”1.2em” text_orientation=”center” animation_style=”fade” animation_delay=”750ms” global_colors_info=”{}”]<\/p>\n
[\/et_pb_text][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web-01.png” title_text=”01_web-01″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”respuesta” _builder_version=”4.21.0″ _module_preset=”default” background_color=”rgba(234,234,234,0.52)” custom_padding=”77px||60px|||” custom_css_before=”height: 100vh;” global_colors_info=”{}”][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” header_font=”|800|||||||” header_text_align=”right” header_text_color=”#005CB9″ header_font_size=”41px” animation_style=”fade” header_font_tablet=”” header_font_phone=”” header_font_last_edited=”on|desktop” header_text_align_tablet=”center” header_text_align_phone=”center” header_text_align_last_edited=”on|desktop” global_colors_info=”{}”]<\/p>\n
[\/et_pb_text][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web-02.png” alt=”IESALC” title_text=”01_web-02″ align=”right” _builder_version=”4.21.0″ _module_preset=”default” transform_scale=”139%|139%” transform_origin=”66%|12%” animation_style=”slide” animation_direction=”left” animation_delay=”250ms” global_colors_info=”{}”][\/et_pb_image][et_pb_button button_url=”https:\/\/www.iesalc.unesco.org\/respuesta-al-covid-19\/” url_new_window=”on” button_text=”Lively and regularly updated maps” _builder_version=”4.21.0″ _module_preset=”default” custom_margin=”70px||||false|false” custom_padding=”5px||||false|false” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
The pandemic that started in 2020 had a major impact on higher education worldwide, as in the other education subsectors, in 2021. Given the increasing need for pertinent information on actions undertaken by different higher education actors, IESALC continued to nurture resources on COVID-19 and higher education for governments, higher education networks, and higher education institutions Furthermore, to support students and teaching staff during the pandemic, the Institute promoted dialogue, reflection, and exchange of experiences aimed at boosting routine care among these two actors and helping them learn from each other the best ways to achieve educational attainment during the pandemic.<\/p>\n
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An important piece in this dialogue was two lively and regularly updated maps<\/strong><\/span>. The first showed the progress of Member States toward reopening face-to-face higher education. The map Reopening Higher Education in Latin America and the Caribbean during COVID-19 offered weekly updated information on the status of HEI, Internet access, and the state of vaccination in these countries. A second map, entitled Reopening Plans for the Next Academic Cycle \u2013 Higher Education in Latin America and the Caribbean, showed the plans announced by each country for the next academic cycle.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_5,2_5″ use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n In July, within the framework of the Times Higher Education\u2019s Latin American Universities Summit 2021, the study \u201cClose now to reopen better tomorrow? Pedagogical continuity in Latin American universities during the pandemic\u201d<\/strong><\/span> was launched. The report elaborates on possible scenarios for reopening higher education institutions to overcome the global health crisis Among its conclusions, the document states that it is most likely that the forms of teaching and learning that have begun as emergency formulas to guarantee pedagogical continuity will evolve and consolidate from the reopening as part of the hybrid model that will have to be lived with for the time being, and that may become the new pedagogical normality in higher education in the context of a foreseeable restructuring of provision.<\/p>\n [\/et_pb_text][et_pb_button button_url=”https:\/\/www.iesalc.unesco.org\/wp-content\/uploads\/2021\/07\/Cerrar-ahora-para-reabrir-mejor-manana-FINAL-1.pdf” url_new_window=”on” button_text=”Close now to reopen better tomorrow? Pedagogical continuity in Latin American universities during the pandemic” button_alignment=”left” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_text_size=”20px” button_icon=”||fa||900″ custom_margin=”12px||||false|false” custom_padding=”5px||||false|false” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/PUB_01-1.jpg” title_text=”PUB_01″ _builder_version=”4.21.0″ _module_preset=”default” animation_style=”slide” animation_direction=”right” box_shadow_style=”preset2″ global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_5,2_5″ use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n In close cooperation with the Inter-American Development Bank (IADB) and Asociaci\u00f3n Panamericana de Instituciones de Cr\u00e9dito Educativo (APICE), the Institute prepared a report on the impact of the pandemic on how the financial aid to higher education students in the Region was reformed or redesigned as a lever to support continuity during the pandemic. The final report is available in Spanish under the title \u201cEducaci\u00f3n superior y COVID-19 en Am\u00e9rica Latina y el Caribe: Financiamiento para los estudiantes\u201d<\/strong><\/span>.<\/p>\n [\/et_pb_text][et_pb_button button_url=”https:\/\/www.iesalc.unesco.org\/wp-content\/uploads\/2021\/07\/09-07-2021-COVID-19-FINANCIAMIENTO-2.pdf” url_new_window=”on” button_text=”Educaci\u00f3n superior y COVID-19 en Am\u00e9rica Latina y el Caribe: Financiamiento para los estudiantes” button_alignment=”left” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_text_size=”20px” button_icon=”||fa||400″ custom_margin=”12px||||false|false” custom_padding=”5px||||false|false” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/PUB_02.jpg” title_text=”PUB_02″ _builder_version=”4.21.0″ _module_preset=”default” animation_style=”slide” animation_direction=”right” box_shadow_style=”preset2″ global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”labor” _builder_version=”4.21.0″ _module_preset=”default” background_color=”#005CB9″ custom_padding=”129px||103px|||” custom_css_before=”height: 100vh;” global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” header_font=”|800|||||||” header_text_align=”center” header_text_color=”#FFFFFF” header_font_size=”70px” header_line_height=”1.1em” text_orientation=”center” animation_style=”fade” header_font_tablet=”” header_font_phone=”” header_font_last_edited=”on|tablet” header_font_size_tablet=”49px” header_font_size_phone=”” header_font_size_last_edited=”on|phone” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”investigacion” _builder_version=”4.21.0″ _module_preset=”default” background_color=”#FFFFFF” custom_padding=”90px||52px|||” custom_css_before=”height: 100vh;” global_colors_info=”{}”][et_pb_row _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”0px||29px|0px|false|false” border_radii=”off||||” border_color_top=”rgba(0,92,185,0.4)” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” header_font=”|800|||||||” header_text_align=”left” header_text_color=”#005CB9″ header_font_size=”40px” header_line_height=”1.2em” custom_margin=”||26px|||” custom_padding=”20px|||20px|false|false” animation_style=”fade” header_font_tablet=”” header_font_phone=”” header_font_last_edited=”on|tablet” header_text_align_tablet=”center” header_text_align_phone=”center” header_text_align_last_edited=”on|desktop” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n In addition to the work related to the impacts of COVID-19 in higher education, the Institute also carried out its planned research portfolio for the 2020-2021 biennium. This portfolio included major work on the futures of higher education, the female advantage in higher education, and future work on the impact of artificial intelligence on higher education.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n As part of the UNESCO Futures of Education Global Initiative<\/strong>, the Institute ran a multi-phased research project on the theme, resulting in two reports in 2021. The first, \u201cThinking Higher and Beyond: Perspectives on the Futures of Higher Education to 2050\u201d<\/strong><\/span>, was based on a global consultation with established thinkers and leaders in higher education available in English, French, and Spanish In addition, the results of the second phase, a major online public consultation with 1,200 people in almost 100 countries, were also released, under the title of \u201cPathways to 2050 and beyond: findings from a public consultation on the futures of higher education\u201d<\/strong><\/span>, also available in English and Spanish.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_margin=”-9px|auto||auto||” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/PUB_03.jpg” title_text=”PUB_03″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”fade” box_shadow_style=”preset2″ global_colors_info=”{}”][\/et_pb_image][et_pb_button button_url=”https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000377530?posInSet=2&queryId=a66ff268-5a5a-436a-9f44-5acff6f2ff07″ url_new_window=”on” button_text=”Thinking Higher and Beyond: Perspectives on the Futures of Higher Education to 2050″ button_alignment=”left” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_text_size=”20px” button_icon=”||fa||900″ custom_margin=”12px||||false|false” custom_padding=”5px||||false|false” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/PUB_ENG__0006_Capa-3.jpg” title_text=”PUB_04″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”fade” box_shadow_style=”preset2″ global_colors_info=”{}”][\/et_pb_image][et_pb_button button_url=”https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000379984″ url_new_window=”on” button_text=”Pathways to 2050 and beyond: findings from a public consultation on the futures of higher education” button_alignment=”left” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_text_size=”20px” button_icon=”||fa||900″ custom_margin=”12px||||false|false” custom_padding=”5px||||false|false” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_4,1_4″ use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”3_4″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]On the occasion of the International Women\u2019s Day, on March 8<\/strong>, IESALC presented a major report on the female advantage in higher education and its drawbacks \u201cWomen in higher education: has the female advantage put an end to gender inequalities?\u201d<\/strong><\/span> The results showed that more women were enrolled in higher education institutions (HEIs) than men, indicating a female advantage. At the same time, the report highlighted some persistent inequalities, such as gender disparities in STEM (science, technology, engineering, and mathematics) areas of study, postgraduate degrees, research performance, professoriate, leadership positions, and wages. Furthermore, it revealed the underrepresentation of women in the tertiary education sector in Africa. The report is available both in English and Spanish.[\/et_pb_text][et_pb_button button_url=”https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000377183″ url_new_window=”on” button_text=”Women in higher education: has the female advantage put an end to gender inequalities?” button_alignment=”left” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_text_size=”20px” button_icon=”||fa||400″ custom_margin=”12px||||false|false” custom_padding=”5px||||false|false” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/PUB_05.jpg” title_text=”PUB_05″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”slide” animation_direction=”right” box_shadow_style=”preset2″ global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web-03.png” title_text=”01_web-03″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”fade” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]To better understand the African context<\/strong><\/span>, in 2021, IESALC designed a pilot research project to assess the participation of women in higher education in three selected countries (Kenya, South Sudan, and Uganda). The project was titled \u201cSupporting Women Participation in Higher Education in Eastern Africa: Building Sustainable and Equitable Higher Education Systems in Kenya, South Sudan, and Uganda.\u201d<\/strong><\/span>. Its results werel presented at the World Hinger Education Conference in 2022.[\/et_pb_text][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web-04.png” title_text=”01_web-04″ align=”right” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”slide” animation_direction=”left” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n <\/strong>Funded by the Brazilian Ministry of Education, IESALC worked on a comprehensive guide to self-regulation in higher education governance<\/strong><\/span>. The study presented ten national case studies examining Brazil, England, Finland, France, Germany, Japan, Portugal, the Republic of Korea, South Africa, and the United States. It also introduced a novel self-regulation index which presents the extent of self-regulation across countries in comparative perspective in a simple but visually effective data-driven manner and supports improved understanding of the impact of different levels of self-regulation on quality and equity in higher education, in line with the global commitment to ensuring equal access to affordable and quality education in the Sustainable Development Goals (SDGs)<\/strong><\/span>.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]With the support of Microsoft Latinoamerica<\/span><\/strong>, the Institute started significant work in Artificial Intelligence in higher education, with the main results to be delivered in 2023.[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”dialogo” _builder_version=”4.21.0″ _module_preset=”default” background_color=”rgba(234,234,234,0.5)” custom_padding=”90px||52px|||” custom_css_before=”height: 100vh;” global_colors_info=”{}”][et_pb_row _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”0px||11px|0px|false|false” border_radii=”off||||” border_color_top=”rgba(0,92,185,0.4)” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” header_font=”|800|||||||” header_text_align=”left” header_text_color=”#005CB9″ header_font_size=”40px” header_line_height=”1.2em” custom_margin=”||10px|||” custom_padding=”20px|||20px|false|false” animation_style=”fade” header_font_tablet=”” header_font_phone=”” header_font_last_edited=”on|tablet” header_text_align_tablet=”center” header_text_align_phone=”center” header_text_align_last_edited=”on|desktop” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n As part of the UNESCO Futures of Education Global Initiative<\/strong>, the Institute ran a multi-phased research project on the theme, resulting in two reports in 2021. The first, \u201cThinking Higher and Beyond: Perspectives on the Futures of Higher Education to 2050\u201d<\/strong><\/span>, was based on a global consultation with established thinkers and leaders in higher education available in English, French, and Spanish In addition, the results of the second phase, a major online public consultation with 1,200 people in almost 100 countries, were also released, under the title of \u201cPathways to 2050 and beyond: findings from a public consultation on the futures of higher education\u201d<\/strong><\/span>, also available in English and Spanish.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/img_01.png” title_text=”img_01″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”fade” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]The Institute supported creating a regional network<\/strong><\/span> of high-level public decision-makers in matters of higher education to serve as a forum for continuous consultation and a concerted mechanism to channel the Region\u2019s contributions to theThrid World Higher Education Conference<\/span><\/strong>.[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_4,1_4″ use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”11px|||||” global_colors_info=”{}”][et_pb_column type=”3_4″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n <\/strong>With funding from the Colombian Government, IESALC analyzed the public policies for quality assurance in higher education<\/strong><\/span> in that country, counting on the participation of the most important national stakeholders. The resulting analysis was published in Spanish with the title of \u201cPromoci\u00f3n de la calidad y la transformaci\u00f3n de la educaci\u00f3n superior en Colombia: desaf\u00edos y logros\u201d<\/strong><\/span>.<\/p>\n [\/et_pb_text][et_pb_button button_url=”https:\/\/www.colombiaaprende.edu.co\/sites\/default\/files\/files_public\/2022-07\/Promocion-de-la-calidad.pdf” url_new_window=”on” button_text=”Promoci\u00f3n de la calidad y la transformaci\u00f3n de la educaci\u00f3n superior en Colombia: desaf\u00edos y logros” button_alignment=”left” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_text_size=”20px” button_icon=”||fa||400″ custom_margin=”12px||||false|false” custom_padding=”5px||||false|false” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/PUB_06.jpg” title_text=”PUB_06″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”slide” animation_direction=”right” box_shadow_style=”preset2″ global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n The Ministry of Education of Peru requested the technical support of IESALC<\/strong><\/span> for the identification of the impacts of the COVID-19 crisis in the short, medium, and long term in the country, both in the system and institutions as well as in students, academic staff and technical support staff Likewise, an analysis of the country\u2019s public policies and institutional responses was made to project a series of strategies and measures to be applied to guarantee equitable access to university higher education in distance or distance mode. All this, with international and national evidence, through political dialogue and public opinion, strengthens the technical capacities of the Ministry of Education and universities.<\/p>\n IESALC also provided technical support for the reform of the structure of the Peruvian Ministry of Education, including the creation of a dedicated vice-ministry for higher education, drawing on an international comparative analysis.<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n In the host country of IESALC, the Institute contributed to the birth of the Network of Universities for the SDGs<\/strong><\/span>, in alliance with the United Nations system in Venezuela and with the global initiative of the United Nations Academic Impact.<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web_ENG-05.png” title_text=”01_web-05″ _builder_version=”4.21.0″ _module_preset=”default” transform_scale=”114%|114%” transform_translate=”34px|32px” animation_style=”fade” animation_direction=”right” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”movilidad” _builder_version=”4.21.0″ _module_preset=”default” background_color=”#FFFFFF” custom_padding=”90px||52px|||” custom_css_before=”height: 100vh;” global_colors_info=”{}”][et_pb_row _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”0px||11px|0px|false|false” border_radii=”off||||” border_color_top=”rgba(0,92,185,0.4)” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” header_font=”|800|||||||” header_text_align=”left” header_text_color=”#005CB9″ header_font_size=”40px” header_line_height=”1.2em” custom_margin=”||10px|||” custom_padding=”20px|||20px|false|false” animation_style=”fade” header_font_tablet=”” header_font_phone=”” header_font_last_edited=”on|tablet” header_text_align_tablet=”center” header_text_align_phone=”center” header_text_align_last_edited=”on|desktop” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]A sensitizing campaign targeting the ratification of the Regional Convention for the Recognition of Studies, Diplomas, and Degrees in Latin America and the Caribbean and the Global Convention was launched. It also included setting up a virtual space<\/strong><\/span>, within IESALC\u2019s website, with practical information on the recognition processes of foreign academic qualifications for each Latin American country.[\/et_pb_text][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web_ENG-06.png” title_text=”01_web-06″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”fade” global_colors_info=”{}”][\/et_pb_image][et_pb_button button_url=”https:\/\/www.iesalc.unesco.org\/internacionalizacion-y-movilidad-academica\/” url_new_window=”on” button_text=”IESALC VIRTUAL SPACE” button_alignment=”center” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_icon=”||fa||900″ global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n As part of the UNESCO Futures of Education Global Initiative<\/strong>, the Institute ran a multi-phased research project on the theme, resulting in two reports in 2021. The first, \u201cThinking Higher and Beyond: Perspectives on the Futures of Higher Education to 2050\u201d<\/strong><\/span>, was based on a global consultation with established thinkers and leaders in higher education available in English, French, and Spanish In addition, the results of the second phase, a major online public consultation with 1,200 people in almost 100 countries, were also released, under the title of \u201cPathways to 2050 and beyond: findings from a public consultation on the futures of higher education\u201d<\/strong><\/span>, also available in English and Spanish.<\/p>\n [\/et_pb_text][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web_ENG-07.png” title_text=”01_web-07″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”desarrollo” _builder_version=”4.21.0″ _module_preset=”default” background_color=”rgba(234,234,234,0.5)” custom_padding=”90px||52px|||” custom_css_before=”height: 100vh;” global_colors_info=”{}”][et_pb_row _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”0px||11px|0px|false|false” border_radii=”off||||” border_color_top=”rgba(0,92,185,0.4)” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” header_font=”|800|||||||” header_text_align=”left” header_text_color=”#005CB9″ header_font_size=”40px” header_line_height=”1.2em” custom_margin=”||10px|||” custom_padding=”20px|||20px|false|false” animation_style=”fade” header_font_tablet=”” header_font_phone=”” header_font_last_edited=”on|tablet” header_text_align_tablet=”center” header_text_align_phone=”center” header_text_align_last_edited=”on|desktop” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_5,2_5″ use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n n 2021, four main themes concentrated the activities<\/strong><\/span> in this area: the recognition of qualifications<\/strong><\/span>, sustainable development<\/span><\/strong>, the creation of a virtual campus<\/strong><\/span> and a major initiative for capacity development<\/strong><\/span> developed at the request of Member States, to promote scalable and sustainable models to enhance institutional capacity.<\/p>\n In its mission to contribute to developing the national systems of higher education of the member states and their institutions, IESALC contributes to fostering capacities through training programs to analyze and develop better public and institutional policies. For this purpose, it develops materials and programs for awareness raising and training aimed at governments, parliaments, university institutions, and students.<\/p>\n To promote training and capacity development, the Institute launched Campus IESALC a virtual campus that includes a variety of training programs and small courses with digital badges and verifiable QR certificates and a content competency development system, with integrated videoconferencing tool. The Campus has an Assessment tool that has been developed to measure HEI maturity level to enhance hybrid learning in universities and offers detailed reports and suggestions to improve their results.<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web_ENG-11.png” title_text=”01_web-11″ _builder_version=”4.21.0″ _module_preset=”default” animation_style=”slide” animation_direction=”right” global_colors_info=”{}”][\/et_pb_image][et_pb_button button_url=”https:\/\/campus.iesalc.unesco.org\/inicio\/” url_new_window=”on” button_text=”CAMPUS IESALC” button_alignment=”center” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_icon=”||fa||900″ global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ use_custom_gutter=”on” _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”||8px|||” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n First, the virtual campus<\/strong><\/span> (Campus IESALC) was built as a community of knowledge based on the use of technology to promote a space for social and collaborative learning, that offers different courses for main higher education actors, from policymakers to teachers and students, including institutional leaders, managers and university technical staff.<\/strong><\/span><\/p>\n <\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.5)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.5)” global_colors_info=”{}”]<\/p>\n Second, the course catalogue was expanded<\/strong><\/span>, including a self-paced course about Regional convention for the recognition of studies, online course is related to the recognition of higher education studies, degrees, and diplomas<\/strong><\/span>. This course, available since April 2021 in Spanish, English, French, and Portuguese, includes various asynchronous activities and virtual fora. In addition, another 14 courses focused on learning design, virtual assessment tools, ESD and transformative pedagogies were launched.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=”on” _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”15px|||||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web_ENG-08.png” title_text=”01_web-08-08″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” mix_blend_mode=”multiply” animation_style=”fade” global_colors_info=”{}”][\/et_pb_image][et_pb_button button_url=”https:\/\/campus.iesalc.unesco.org\/inicio\/blocks\/coursefilter\/course.php?id=70″ url_new_window=”on” button_text=”Online course is related to the recognition of higher education studies, degrees, and diplomas” button_alignment=”center” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_icon=”||fa||900″ global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”||8px|||” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_margin=”||4px|||” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]Third, the Education for Sustainable Development (ESD) Bootcamp<\/strong><\/span>was designed in 2021 to be offered in Spanish and English next year It is an innovative learning program that aims to inspire and empower teams of academics, instructional designers, educational developers, and students to acquire a learning design mindset focused on Education for Sustainable Development (ESD) based on UNESCO sustainable competencies.[\/et_pb_text][et_pb_button button_url=”https:\/\/www.iesalc.unesco.org\/eds-bootcamp\/” url_new_window=”on” button_text=”Education for Sustainable Development (ESD) Bootcamp” button_alignment=”center” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_icon=”||fa||900″ custom_margin=”22px||||false|false” custom_padding=”5px||||false|false” locked=”off” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web_ENG-12.png” title_text=”01_web-12-12″ _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”0px|||||” animation_style=”slide” animation_direction=”left” locked=”off” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”||35px|||” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/OBJETIVOS_ODS_ENG.jpg” title_text=”OBJETIVOS_ODS” _builder_version=”4.21.0″ _module_preset=”default” transform_origin=”2%|-4%” animation_style=”fade” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n The Bootcamp supports university teams in designing curricular activities<\/strong><\/span> for incorporating Education for Sustainable Development (ESD) into their curricula, supported by the CoDesign ESD toolkit designed by Association for Learning Design and Education for Sustainable Development (ALDESD). Teams create curriculum activities that contribute to integrating ESD into higher education practices in a module of their choice. For 12 weeks, 21 universities from 13 countries (Argentina, Australia, Colombia, Chile, Honduras, Ecuador, Hong-Kong, UK, United Arab Emirates, Mexico, Spain, Panama, and Per\u00fa), 126 participants and 41 specialized mentors on learning design and sustainability, worked with on curricular proposal that includes the Sustainable Development Goals. This first Bootcamp was organized by UNESCO IESALC, the American University of Sharjah, the Open University, Anglia Ruskin University and the Global Sustainability Institute ARU<\/span><\/strong>.<\/strong><\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=”on” _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”||8px|||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.5)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.5)” global_colors_info=”{}”]<\/p>\n <\/strong><\/span>Fourth<\/strong><\/span>, at the request of the Peruvian Ministry of Education and funding from the PMESUT,IESALC developed a Quality and Change Management Program with agile methodologies to support the design of the Improvement Projects Plan (PPM) of 14 Peruvian public universities<\/strong><\/span>. All these projects were related to teacher development systems with training in pedagogical frameworks aimed at strengthening blended and hybrid models. With more than 360 hours of training and technical assistance, with an average of 96.6% attendance to all synchronous training sessions, technical assistance, and consulting for quality improvement, 42 participants were mentored during 12 weeks by 14 mentors from different countries and thus acquired the skills and abilities to strengthen their competencies and teamwork, as well as their sense of belonging. This activity involved the participation of higher education institutions from other countries, in a peer-learning strategy, namely from Chile, Colombia, Mexico, and the Dominican Republic. Final PPMs included a project plan aligned with the university strategic plan, and a road map as a guidance for its implementations with KPIs and indicator. Based on this program the Ministry allocated funding for each university to implement their Improvement Projects Plan.<\/p>\n [\/et_pb_text][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web_ENG-13.png” title_text=”01_web-13-13″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”fade” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”conferencia” _builder_version=”4.21.0″ _module_preset=”default” background_color=”#FFFFFF” custom_padding=”90px||52px|||” custom_css_before=”height: 100vh;” global_colors_info=”{}”][et_pb_row _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”0px||11px|0px|false|false” border_radii=”off||||” border_color_top=”rgba(0,92,185,0.4)” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” header_font=”|800|||||||” header_text_align=”left” header_text_color=”#005CB9″ header_font_size=”40px” header_line_height=”1.2em” custom_margin=”||10px|||” custom_padding=”20px|||20px|false|false” animation_style=”fade” header_font_tablet=”” header_font_phone=”” header_font_last_edited=”on|tablet” header_text_align_tablet=”center” header_text_align_phone=”center” header_text_align_last_edited=”on|desktop” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]Joining forces with the whole UNESCO Education Sector and worldwide partners in the preparation of the forthcoming Third World Higher Education Conference<\/strong><\/span> (Barcelona, 18-20 May 2022), IESALC took the responsibility to coordinate the preparation of the core documents on five main themes and organized a major consultation in the region, in cooperation with the Ibero-American General Secretariat (SEGIB), the Organization of Ibero-American States (OEI), the Inter-American Development Bank (IADB) and Santander Universities.[\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/portada-conferencia-unesco-edu-sup-uho.jpg” title_text=”portada-conferencia-unesco-edu-sup-uho” align=”center” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”slide” animation_direction=”right” global_colors_info=”{}”][\/et_pb_image][et_pb_button button_url=”https:\/\/www.unesco.org\/es\/higher-education\/2022-world-conference” url_new_window=”on” button_text=”Third World Higher Education Conference” button_alignment=”center” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_icon=”||fa||900″ global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”difusion” _builder_version=”4.21.0″ _module_preset=”default” background_color=”rgba(234,234,234,0.5)” custom_padding=”90px||52px|||” custom_css_before=”height: 100vh;” global_colors_info=”{}”][et_pb_row _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”0px||11px|0px|false|false” border_radii=”off||||” border_color_top=”rgba(0,92,185,0.4)” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” header_font=”|800|||||||” header_text_align=”left” header_text_color=”#005CB9″ header_font_size=”40px” header_line_height=”1.2em” custom_margin=”||10px|||” custom_padding=”20px|||20px|false|false” animation_style=”fade” header_font_tablet=”” header_font_phone=”” header_font_last_edited=”on|tablet” header_text_align_tablet=”center” header_text_align_phone=”center” header_text_align_last_edited=”on|desktop” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]The Institute\u2019s Journal \u201cHigher Education & Society\u201d<\/strong><\/span> reached its 30th anniversary in 2021 with a special issue on research into higher education in Latin America and the Caribbean<\/span><\/strong>. A second issue was devoted to the challenges of recovery after the COVID 19<\/strong><\/span>. Since 2021, the Journal has been evolving to become a peer-reviewed Open Access journal, and currently, efforts are underway for this periodical to be indexed in international databases.[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ use_custom_gutter=”on” gutter_width=”2″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/PUB_07-1.jpg” title_text=”PUB_07″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” max_height=”250px” animation_style=”fade” animation_direction=”right” box_shadow_style=”preset2″ global_colors_info=”{}”][\/et_pb_image][et_pb_button button_url=”https:\/\/iesalc.unesco.org\/ess\/index.php\/ess3\/issue\/view\/44″ url_new_window=”on” button_text=”Special issue on research into higher education in Latin America and the Caribbean” button_alignment=”center” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_text_size=”15px” button_icon=”||fa||900″ global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/PUB_08.jpg” title_text=”PUB_08″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” max_height=”250px” animation_style=”fade” animation_direction=”right” box_shadow_style=”preset2″ global_colors_info=”{}”][\/et_pb_image][et_pb_button button_url=”https:\/\/iesalc.unesco.org\/ess\/index.php\/ess3\/issue\/view\/46″ url_new_window=”on” button_text=”Challenges of recovery after the COVID 19″ button_alignment=”center” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_text_size=”15px” button_icon=”||fa||900″ global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/PUB_09.jpg” title_text=”PUB_09″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” max_height=”250px” animation_style=”fade” animation_direction=”right” box_shadow_style=”preset2″ global_colors_info=”{}”][\/et_pb_image][et_pb_button button_url=”https:\/\/iesalc.unesco.org\/ess\/index.php\/ess3″ url_new_window=”on” button_text=”Higher Education & Society #34″ button_alignment=”center” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_text_size=”15px” button_icon=”||fa||900″ global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”4px|||||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web-09.png” title_text=”01_web-09″ align=”center” _builder_version=”4.21.0″ _module_preset=”default” animation_style=”fade” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_5,2_5″ use_custom_gutter=”on” make_equal=”on” _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”||12px|||” global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”20px|||20px|false|false” border_radii=”off|22px|||” border_width_top=”2px” border_color_top=”rgba(0,92,185,0.4)” border_width_left=”2px” border_color_left=”rgba(0,92,185,0.4)” global_colors_info=”{}”]<\/p>\n The Institute organized or actively participated in webinars, forums, and conferences at regional and international levels to promote its work. In 2021, the staff of IESALC participated in 122 dissemination activities in 35 countries<\/strong><\/span>.<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.21.0″ _module_preset=”default” custom_css_main_element=”margin: auto;” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/01_web-14.png” title_text=”01_web-14″ _builder_version=”4.21.0″ _module_preset=”default” animation_style=”slide” animation_direction=”right” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.21.0″ _module_preset=”default” custom_padding=”0px|||||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/MAPA_EVENTOS_2021.jpg” title_text=”MAPA_EVENTOS_2021″ align=”center” _builder_version=”4.21.0″ 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button_url=”https:\/\/iesalc2021.documentonline.es\/wp-content\/uploads\/2023\/06\/IESALC_230609_Memoria_Anual_2021_ENG_v01_.pdf” url_new_window=”on” button_text=”Download the UNESCO IESALC 2021 Annual Report” button_alignment_tablet=”center” button_alignment_phone=”” button_alignment_last_edited=”on|phone” _builder_version=”4.21.0″ _module_preset=”default” custom_button=”on” button_text_size=”28px” button_text_color=”#005CB9″ button_border_width=”2px” button_border_radius=”8px” button_icon=”||divi||400″ button_icon_color=”#005CB9″ custom_margin=”9vh||5vh||false|false” custom_margin_tablet=”1vh||5vh||false|false” custom_margin_phone=”-2vh||1vh||false|false” custom_margin_last_edited=”on|desktop” hover_enabled=”0″ button_text_size_tablet=”24px” button_text_size_phone=”20px” button_text_size_last_edited=”on|tablet” global_colors_info=”{}” sticky_enabled=”0″][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.16″ _module_preset=”default” 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height_last_edited=”on|tablet” custom_padding=”||0px|||” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.16″ _module_preset=”default” custom_padding_tablet=”||4px||false|false” custom_padding_phone=”” custom_padding_last_edited=”on|tablet” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.21.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" 2021 Annual Report UNESCO IESALCResponse to COVIDThe pandemic that started in 2020 had a major impact on higher education worldwide, as in the other education subsectors, in 2021. Given the increasing need for pertinent information on actions undertaken by different higher education actors, IESALC continued to nurture resources on COVID-19 and higher education for governments, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-243","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/iesalc2021.documentonline.es\/en\/wp-json\/wp\/v2\/pages\/243","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iesalc2021.documentonline.es\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/iesalc2021.documentonline.es\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/iesalc2021.documentonline.es\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iesalc2021.documentonline.es\/en\/wp-json\/wp\/v2\/comments?post=243"}],"version-history":[{"count":38,"href":"https:\/\/iesalc2021.documentonline.es\/en\/wp-json\/wp\/v2\/pages\/243\/revisions"}],"predecessor-version":[{"id":302,"href":"https:\/\/iesalc2021.documentonline.es\/en\/wp-json\/wp\/v2\/pages\/243\/revisions\/302"}],"wp:attachment":[{"href":"https:\/\/iesalc2021.documentonline.es\/en\/wp-json\/wp\/v2\/media?parent=243"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}The work of IESALC<\/h1>\n
Research and policy analysis<\/h1>\n
Policy Dialogue and technical cooperation<\/h1>\n
Promoting regional and international mobility<\/h1>\n
Capacity development<\/h1>\n
Starting the journey to the
World Higher Education Conference<\/h1>\nDissemination and advocacy<\/h1>\n
Credits<\/strong><\/span><\/h1>\n
GOVERNING BOARD<\/strong><\/span><\/h2>\n
Chairman<\/strong><\/span><\/h3>\n
Andrew Augustine<\/h3>\n
Vice President<\/strong><\/span><\/h4>\n
Rutilia Calder\u00f3n Padilla<\/h4>\n
Board Members:<\/strong><\/span><\/h4>\n
Francis Arguinzones Lugo<\/h4>\n
Aldo Bona<\/h4>\n
Olda Cano de Arauz<\/h4>\n
Paulo Falc\u00f3n<\/h4>\n
Dixton Findlay<\/h4>\n
Alfonso Fuentes Soria<\/h4>\n
Altagracia L\u00f3pez Ferreiras<\/h4>\n
TEAM<\/strong><\/span><\/h2>\n
Director<\/strong><\/span><\/h3>\n
Francesc Pedr\u00f3<\/h3>\n
Program and analysis team:<\/strong><\/span><\/h4>\n
Dana Abdrasheva<\/h4>\n
Alep Blancas<\/h4>\n
Jos\u00e9 Pablo C\u00e9spedes<\/h4>\n
Eglis Chac\u00f3n<\/h4>\n
Jos\u00e9 Cuadros<\/h4>\n
Christian Escobar-Jim\u00e9nez<\/h4>\n
Mauricio Escribens<\/h4>\n
Victoria Gal\u00e1n<\/h4>\n
Daniela Gallegos<\/h4>\n
Luz Gamarra<\/h4>\n
Yuma Inzolia<\/h4>\n
Daniel Leis<\/h4>\n
Bosen Liu<\/h4>\n
Ana Mendigutxia<\/h4>\n
Harold Mera<\/h4>\n
Diana Morales<\/h4>\n
Takudzwa Mutize<\/h4>\n
Jos\u00e9 Antonio Quinteiro Goris<\/h4>\n
D\u00e9bora Ramos Torres<\/h4>\n
Jaime Roser Chinchilla<\/h4>\n
Emma Sabzalieva<\/h4>\n
Daniele Vieira<\/h4>\n
Clarisa Yerovi<\/h4>\n
Francisco Zamorano<\/h4>\n
Administration and services team:<\/strong><\/span><\/h4>\n
Yara Bastidas<\/h4>\n
Edward Betancourt<\/h4>\n
Claudia Delgado<\/h4>\n
Zulay G\u00f3mez Mar\u00edn<\/h4>\n
Francisco Antonio Losapio Rojas<\/h4>\n
Sara Maneiro<\/h4>\n
Neus Pasamonte<\/h4>\n
Yeritza Rodriguez Ruiz <\/h4>\n